• Journal of Korean Library and Information Science Society
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• v.48 no.4
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• pp.49-76
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• 2017

Free learning semester aims to foster key competencies in junior high students via reinforcing student participation and career education. This paper investigates the programs of school and public libraries, as well as the roles that university libraries and LIS could play in the changing educational environment. School libraries, though an essential element in the educational infrastructure, are seriously underused. In addition, the support programs of public libraries tend to focus on guest lectures or field trips, rather than reinforcing the students to experience the foundational library services. Public libraries are in a good position to play an active role in strengthening school libraries. They should take a proactive role in forming a partnership with university libraries, LIS faculty and students, and in developing diverse programs ranging from vocational/career education to enhancing key competencies.

• Journal of the Korea Society of Computer and Information
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• v.29 no.6
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• pp.121-130
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• 2024

In this paper, we propose and design an NCS-based job matching system for individuals with disabilities. This system allows users with disabilities to access it, input basic information (personal and disability-related details), and take a simple test related to job performance. The system then provides NCS job-related information appropriate to their type and degree of disability. To effectively link various NCS-based jobs, it is essential to consider the degree of disability for each type of disability. However, most evaluation tools target specific types of disabilities or assess the vocational abilities of individuals with disabilities in a limited manner, focusing only on cognitive levels or certain physical functions. This makes it challenging to apply these tools to an NCS-based job matching system for individuals with disabilities. Therefore, in this paper, we utilize the ICF coresets for VR to assess the cognitive levels or physical functions required for performing specific jobs. Additionally, we use the NCS vocational competency evaluation tools to determine the levels of vocational competencies required for performing specific jobs. By doing so, we match NCS-based jobs according to the type and degree of disability. The proposed NCS-based job matching system relies on the user's interaction with the system, which may pose challenges for visually impaired individuals or those with intellectual and autism spectrum disabilities who have low literacy levels. Enhancing the accessibility of this system could enable individuals with disabilities to receive recommendations for NCS-based jobs that suit their vocational abilities.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.38-52
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• 2016

This study analyzed effects of Action Learning approach on enhancing learning motivation and improving problem-solving capacity in NCS vocational competency classes of Polytechnic College. Targeted group is B Polytechnic College located in Chungnam, and 53 students in experimental group and 64 students in control group. analysis of data is descriptive statistic analysis and the multivariate analysis of variance (MANOVA) method to study sub factors of learning motivation and problem-solving ability. As a result, Action Learning approach has a great influence on connection, confidence, and satisfaction, among the sub factors of learning motivation. also figured that the approach has positive effects on problem clarifying, cause analysis, alternative developing, planning/practicing, and performance assessment, among the sub factors of problem-solving capacity. Moreover, Polytechnic College's NCS vocational competency classes are desirably required to adopt the approach of Action Learning for their educational method, as it fosters basic competencies, such as understanding of diverse perspectives, communicating, leadership, interpersonal relationship, self-development, coping with conflicts, operating meetings, to be learned while students are doing problem-solving activities under a team-working atmosphere.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.567-575
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• 2024

This study was conducted to provide basic data on how to use Generative AI and education to strengthen Generative AI competency in vocational counseling by confirming the experience and perception of job counselors' use of Generative AI. A questionnaire was produced based on literature research and FGI preliminary surveys, and the main contents of the questionnaire were 'experience in using Generative AI (whether to have experience, type of tool, job, educational experience, etc.) and Generative AI recognition (recognition level, usefulness, availability, educational needs, etc.). An online survey was conducted for vocational counselors, and a total of 293 data were analyzed. As a result of major research, first, there were many counselors who had no experience in using Generative AI(60%), and the response that the reason for not using it was because they did not feel the need(28%). Second, the 'degree of recognition' in the Generative AI was somewhat low (M=2.77), and 'Generative AI usefulness' was found to be at a normal level (M=3.32), and it was recognized that it would be necessary mainly for jobs related to 'vocational information'. Third, 'tool (computer use, etc.) competency' (26%) was the highest as the competency required for future vocational counselors, and 'how to use Generative AI' (57%) accounted for a high proportion of the educational content necessary to improve these competencies.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.557-567
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• 2019

This investigation was conducted to derive future recognition and future competency of career counselors using future workshops and to verify the effectiveness of improving future adaptability. For this purpose, the future workshop was conducted for 25 career counselors and the data written and the discussion contents of the future workshop were analyzed. For analysis, word frequency analysis and corresponding sample T-verification were conducted, and the main words were derived through consensus. The results, First, the keywords of future recognition showed high frequency of robot, artificial intelligence, leisure, education, convenience, and the disabled. Second, the future labor sites projected the most changes due to high technology. Third, at the career counseling site, professional career counselors and robot counselors related to the fourth industrial revolution are expected to appear. Fourth, future competencies of career counselors were derived from information processing ability, professional counseling ability, communication ability, and ethical consciousness. Finally, it was confirmed that the future adaptability of career counselors increases after participating in future workshops, and the future competencies derived from this study are expected to be used for job training of career counselors.

• Journal of vocational education research
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• v.37 no.5
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• pp.55-78
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• 2018

The purpose of this study is to investigate the recognition of the professionalism required for strengthening the effective career guidance capacity of the secondary career teachers who are required to prepare for the coming fourth industrial revolution era. Based on these research objectives, we derived the required roles(8), the required competencies(20), and the contents(23) for enhancing professionalism by the required competencies, based on this, the questionnaire was composed and 217 respondents were collected and analyzed. First, the t-test was conducted to confirm the statistically significant difference between the current level and the important level of each content item by each role. As a result, it was found that in all roles except role of 'administrator' The t-value is statistically significant and the t-value distribution is high. Second, the demand value calculation and the priority ranking using the Borich demand calculation formula were found, and as a result, the directionality between the t value and the Borich demand was in agreement. Third, as a result of prioritizing using the Locus for Focus model, the contents of all 5 (middle school 7, high school 2) education contents were given priority. Fourth, three middle schools and five high schools were derived from the subordinate. Finally, we confirmed the relevance of the contents of education to actual educational necessity. Although this study has many limitations and limitations due to the fact that there are few prior data due to the segmentation of the subject related to the 4th Industrial Revolution and career guidance, it is necessary to develop educational training program I hope to be able to use it as basic data of various follow-up studies and make some suggestions.

• Journal of vocational education research
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• v.36 no.4
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• pp.41-56
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• 2017

The purpose of this study is to analyze the level of current difference of education needs for instructional competency of lifelong education instructor and the level of importance of lifelong education for drawing priority. Through the literature review, this is divided the lifelong education instructor's competencies such as planning, implementation, management and support and analyzed the current level and importance with 35 items through t-test analysis. The priority for education needs is applied to Borich and the Locus for Focus model simultaneously. According to result for study, the largest item of competency for lifelong education instructor is verified with the current level and importance for building of social networking and managing competency. The top priority item of education needs for instructional competency of lifelong education instructor is located in the first quadrant of model and the Locus for Focus model, according to priority in needs for Borich and was showed in program competency. The second items in priority were derived by learning resources, information gathering, competency for focus development, equitable evaluation for student, competency for building team work. Therefore, these competencies are considered as factors for priority of lifelong instructor and will be developed in personal and organizational development.

• Journal of dental hygiene science
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• v.17 no.2
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• pp.142-149
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• 2017

This study targeted 123 dental hygienists working at the university and dental hospital as well as the dental clinic in Busan. The study ran for 5 months beginning July 23, 2016. The purpose of the study was to understand the relationship between core competencies and job performance for dental hygienists. The major core competencies of dental hygienists were interpersonal relation competency (3.61) was the highest, followed by management and educational competency (3.59), organizational relation competency (3.57), and basic dental hygiene management competency (3.56). Regarding the subjects' job performance, 'the task requested by a boss could be finished by the deadline' (3.93) was the highest, followed by 'there has been no case where others were harmed owing to carelessness' (3.76). 'The performance exceeding the targets set by the boss' (3.11) was relatively low. The group working for dental hospitals showed higher job performance than the group working for dental clinics (p=0.009) while there were high correlations between core competencies and job performance (p=0.733). Also, analysis for understanding relevant variables of core competencies that affected job performance revealed that the interpersonal relation competency (p=0.25), self-control competency (p=0.32), and basic dental hygiene competency (p=0.15) were significant. In summary, reinforcement of the dental hygienists' core competencies has a positive effect on job performance. Improved job performance in turn should improve patient care as well as the performance of the healthcare organization overall which will be eventually helpful to the provision of high-quality medical service to patients, and helpful for the hospital organization Helpful in making their performance better. Therefore, it would be necessary to establish administrative/educational support to facilitate dental hygiene education to develop major competencies and vocational basic abilities, as well as reinforce diverse competency educational programs for the current dental hygienists.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.1
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• pp.365-385
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• 2020

In this study, in order to analyze the current status of the data science curriculum in Korea as of October 2019, we conducted an analysis of the prior studies on the curriculum in the data science field and the competencies required for data professional. This study was conducted on 80 curricula and 2,041 courses, and analyzed from the following perspectives; 1) the analysis of the characteristics of data science domain, 2) the analysis of key competencies in data science, 3) the content analysis of the course titles. As a result, data science program in Korea has become a research-oriented professional curriculum based on an academic approach rather than a technical, vocational, and practitional view. In addition, it was confirmed that various courses were established with a focus on statistical analysis competency, and interdisciplinary characteristics based on information technology, statistics, and business administration were reflected in the curriculum.

• 대한공업교육학회지
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• v.37 no.1
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• pp.125-143
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• 2012

This study aimed to identify the effect of the instruction applied with a project method for the 'Making Model by Architecture' unit in vocational High schools on the improvement of the Key competences. With this aim, the study selected as an experimental group, control group third graders in two classroom in G vocational High Schools in Goyang, Gyeonggi-do. Aiming at the selected students in the experimental group and the control group, the study conducted a pre-test of their Key competences; thus, the study confirmed that there was no statistically significant difference. Then, the study offered a class applied with a project method to the experimental group, while offering a traditional instruction to the control group. After offering the class, the study undertook a post-test, and verified the effect. In order to prove the test result, the study carried out a Hest using the SPSSWIN 12.0 statistical program, while the significance level being ${\alpha}$<.05. The conclusions obtained from this study include the following. All the six selected areas including 'problem-solving skills', 'communication skills', 'resource utilization competence', 'mathematical competence', 'interpersonal management competence' and 'self-management competence', which were supposed to be appropriate for this study among the sub-areas of Key competences, were found to show significant differences between the experimental group applied with a project method and the control group as a result of the post-test of the two groups. In summarizing the above research results, the class using a project method for the 'Making Model by Architecture' unit was discovered to be effective for improving Key competences. In particular, it may be more effective learning method for enhancing six areas greatly relevant to the project method among various sub-areas of Key competences.